Levers

Levers Dear JAAL Readers,Although it has been a while since either of us took a physics class, we remember that using a lever involves the effort one uses to push or pull a stiff bar on a pivot to move or open an object, also known as the load. The word lever is also used as a metaphor to describe the means by which someone is persuaded to change a course of action to reach a goal. We selected Levers as the theme for this issue because it struck us that its meanings could also apply to literacy research and practice. Educators with aspirations for their adolescent and adult students’ literacy development often look for levers. They typically use available resources, such as compelling ideas, texts, and existing understandings, to yield new literacy learning. As with levers in an applied science setting, use of the literacy‐focused lever has three parts. The first is effort, as in the effort a teacher makes to identify such levers to design inviting instruction. The instruction represents the second part of lever use, the pivot that invites learners to engage in the new learning. The final part, the load, is the goal of the learning.The http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Adolescent & Adult Literacy Wiley

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Publisher
Wiley
Copyright
Copyright © 2018 International Literacy Association
ISSN
1081-3004
eISSN
1936-2706
D.O.I.
10.1002/jaal.732
Publisher site
See Article on Publisher Site

Abstract

Dear JAAL Readers,Although it has been a while since either of us took a physics class, we remember that using a lever involves the effort one uses to push or pull a stiff bar on a pivot to move or open an object, also known as the load. The word lever is also used as a metaphor to describe the means by which someone is persuaded to change a course of action to reach a goal. We selected Levers as the theme for this issue because it struck us that its meanings could also apply to literacy research and practice. Educators with aspirations for their adolescent and adult students’ literacy development often look for levers. They typically use available resources, such as compelling ideas, texts, and existing understandings, to yield new literacy learning. As with levers in an applied science setting, use of the literacy‐focused lever has three parts. The first is effort, as in the effort a teacher makes to identify such levers to design inviting instruction. The instruction represents the second part of lever use, the pivot that invites learners to engage in the new learning. The final part, the load, is the goal of the learning.The

Journal

Journal of Adolescent & Adult LiteracyWiley

Published: Jan 1, 2018

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